This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their 'virtualness', and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely acknowledged that interaction increases the potential for knowledge-building, the literature indicates that this will be enhanced when opportunities encouraging students' emergent identities are embedded into the curriculum. To encourage informed teaching strategies this review seeks to raise awareness and stimulate further exploration into a currently underresearched facet of online learning.

This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different viewpoints, but no studies have specifically addressed young children's perspectives as they interact with applications (apps) that have been designed specifically for their age group. While our review of the literature provides insights from investigations of young children's perspectives, there is limited research on preschoolers' views on the apps designed for them by adults. In this article, we discuss young participants' perspectives on the apps that they engaged with in our research. In particular, we emphasise the importance of various contexts for digital play in relation to meaningful conversations and social interactions. Our findings provide insights about how children choose to engage in digital play and through this, pose implications for the design of apps. This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different standpoints, but no studies have specifically addressed young children's perspectives as they interact with applications (apps) that have been designed for their age group. While our review of the literature provides insights that investigate young children's perspectives, there is limited research on preschoolers' views on the apps designed for them by adults. In this article we discuss young participants' perspectives on the apps that they engaged with in our research. In particular, we emphasise the importance of various contexts for digital play in relation to meaningful conversations and social interactions. Our findings provide insights about how children choose to engage in digital play and pose implications for the design of apps.

This paper reports a study-in-progress examining interactions in the asynchronous discussions of a postgraduate TESOL (Teaching English to Speakers of Other Languages) distance subject, focusing on the impact of scaffolding collaborative knowledge construction. Two complementary theories were used: sociocultural theory, which views interaction as essential to the knowledge building process, in particular dialogically between expert-novice, and students as equals; and Systemic Functional Linguistics (SFL) which highlights language asa meaning-making resource deployed in social interactions and allows insight into the unfolding construal of knowledge and the interpersonal relationships being enacted. The results confirmed the significant role of the instructor in shaping dialogic opportunities that move learners towards new understandings. Close attention to the unfolding language choices of the participants provides a logogenesis of the online discussion texts, offers fresh insights into the nature of adult learning, and into the complex relationships between the intersubjective and experiential in online learning environments

Purpose -The purpose of this paper is to provide a case study of a newcomer to the practice of policing to explore conceptualisations of learning through practice. It aims to position learning as the intersections of trajectories of being and becoming within a community of practice. The paper seeks to argue that learners need to be understood with respect to their personal histories and how these interact with the social and cultural dimensions of the workplace. Design/methodology/approach -This paper is a case study of a new police officer with data collected through a series of interviews and observations over a two-year period. Findings -The case study presented demonstrates the relationship between prior experience, personal histories, participation and a sense of belonging in shaping the learning of early-career police officers. It suggests that in considering newcomers to the workplace it is important to view the process of learning as being influence by these interconnected factors. Research limitations/implications -This study concludes that the position of the individual in the social learning of a community of practice is an important aspect that needs further exploration. Although the significance of learner identity with communities of practice is acknowledged by Lave and Wenger it remains underdeveloped, and continues to present as an area for further research. Practical implications -Trajectories of learning for newcomers to the workplace are affected by their previous social and cultural experiences and expertise, the association that they bring from these to the new community and participation in practices of the community. There exists, therefore, a role for managers in shaping the organisation to be supportive of these informal learning experience and, thus, the selection and training of managers should be aligned to these goals. Originality/value -This paper extends current understandings of learning and development in the policing context as well as contributing to the broader discussion of informal learning in the workplace and understanding of experts and novices within communities of practice.

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